Concerns may come from students who have previous information about the claim that will allow them to present counterarguments (Toulmin’s rebuttals). In other cases, the student may have new questions that were not answered in the presentation of the claim and argument in favor of the claim. Therefore, the student is able to raise his or her own concerns.
To facilitate this, the teacher challenges students to apply their understanding of the claim to the knowledge they have that might provide arguments against the claim, concerns they have about the quality of the evidence, theory or reasoning, or questions they have that might lead them to reject the claim or withhold judgment until another side of the issue can be researched.
These concerns might be variously called, counterarguments, rebuttals, or new questions. The development of explanations about these concerns may require students make good use of their prior knowledge. If the students cannot identify any faulty information or process, they can always pose a question for further study.
To facilitate this, the teacher challenges students to apply their understanding of the claim to the knowledge they have that might provide arguments against the claim, concerns they have about the quality of the evidence, theory or reasoning, or questions they have that might lead them to reject the claim or withhold judgment until another side of the issue can be researched.
These concerns might be variously called, counterarguments, rebuttals, or new questions. The development of explanations about these concerns may require students make good use of their prior knowledge. If the students cannot identify any faulty information or process, they can always pose a question for further study.
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